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About Jennie Dean ElementaryA
chie
vin
g • Dedicated
Staff and Families
• Educating all students
• Achieving success
• Now and for the future S
ucc
ess
now
an
d• 671 students• Pre-K – 4th
grade• 48 teachers• One of five
elementary schools in the district
In t
he F
utu
re • Focusing on math and reading with gap groups
• Learning Focused School
Professional Development• I’m Determined – Teachers learned about One-Pagers, Good Day Plans
and setting goals.
• Interactive Notebooks
• On Trac Training – Teachers trained on how to review grades and student’s answers on benchmark testing, how to create a test to use after re-teaching, how to analyze test scores
• Learning Focused Training and Refreshers
• STEM Conference- 4 teachers and the ITTS attended
• Math SOL Institute (Michael Bolling)- Math Coach attended
• Book Clubs- Visible Learning For Teachers, Mindset, Collaboration and Co-Teaching: Strategies for English Learners
• Guided Reading Training – all teachers, 1st and 4th grade observations and feedback
• Peer Observations in the school and other district schools
Pre-Assessment Data- LFS Walk-ThroughsMoving from Compliance to Quality
Look Fors
Lesson Essential Questions
Activating Strategy
Graphic Organizers
Lesson Instruction
Summarizing Strategy
Post Assessment ResultsLFS Look-Fors and Student Indicators of Engagement Combined
Observed
Lesson Essential Questions Ask About
0 Based on grade level standardsFor your last lesson, how did you determine the Lesson Essential Question?
0 Displayed and visible to all studentsHow did you use the Lesson Essential Question throughout your last lesson?
0 Used to introduce the lesson and referred to throughout the lesson
How did students answer the Lesson Essential Question in your most recent lesson?
0 Embed or require standards vocabulary in the answer
In your last lesson, what did you learn from students’ answers to the Lesson Essential Question?
0 Answered and used as a formative assessment at the end of the lesson
0 Students write/record personal goal or LEQ in journal and share with partner
Observed
Activating Strategies Ask About
0 Activate or build background knowledge for the lesson
What activating strategy did you use in your last lesson and why?
0 Engage students How did you choose the vocabulary to preview in your last lesson?
0 Preview key content vocabulary using a research-based strategy
In your current lesson, what research-based strategy are you using to preview vocabulary? Why?
0 5-10% of instructional time allocated
Observed Graphic Organizers Ask About
0 Guide student thinkingHow did students use a graphic organizer in today’s lesson?
0Used during lesson instruction (for structured note-taking, to guide reading, organize steps in a process, plan writing, etc.)
Why did you choose the particular graphic organizer used in today’s lesson?
0 Completed graphic organizers used to study, answer questions, summarize, complete assignments or write.
What will students do with this graphic organizer now that they have completed it?
0 Students can choose appropriate graphic organizersHow are students choosing their own graphic organizers?
0 Student selects an organizer from several options
0 Use of calculators on math problems
0 Creating foldables as study guides
Observed Lesson Instruction Ask About
0 Assessment Prompts that go beyond recall are planned and used to check for understanding of learning goals
In your last lesson, what different Assessment Prompt formats did you use and why?
0 Assessment Prompts are in a variety of formats (written, oral, etc.)
In your last lesson, how did you use collaborative pairs?
0 Collaborative Pairs are planned for and used to distribute summarizing and practice throughout Learning Activities
In your last lesson, how did you use summarizing throughout the lesson?
0 Students summarize throughout the lesson. How did students apply what they learned in the assignment for your last lesson?
0 Assignments are grade-level appropriate and related to the learning goals of the lesson. How did students use writing in your most recent assignment?
0 Assignments incorporate writing
0 Student selects learning activity, text, or product to create from several options
0 Sustained silent reading time, reading workshop, reciprocal teaching.
0 Journal writing, note-taking, blogging
0 Small group/partner problem-solving or dialogue response to texts read
0 Cooperative groups jigsaw a text and each assigned different parts to teach
0 Prioritizing and selecting alternatives for solutions; dissecting scenarios
0 Relevant – real world learning tasks
0 Make connections, question, infer, identify big ideas to summarize, visualize, synthesize, and/or monitor/clarify
Observed
Summarizing Strategy Ask About
0All students summarize and answer the Lesson Essential Question, often in writing
In your last lesson, how did the Summarizing Strategy connect to the learning goals and Lesson Essential Question?
0Summaries are used as a formative assessment and to adjust instruction as necessary
What did you learn from the students’ summaries in your last lesson?
0 Student check work before submitting to teacher; completes Exit Ticket
In your last lesson, how did you adjust instruction based on students’ summaries?
0 Students reflect on work, assess their learning progress and next steps.
0 Time and structure are provided for peer-to-peer feedback.
0 Partners use rubric to give feedback to each other; student-teacher conference
Observe
dLower Yield Strategies/Practices
Observed Consider SuggestingCompletes worksheet and homework
0 Predominate and overuse of worksheets for practice Authentic reading and writing tasks
Engages in oral turn taking
0Whole class checking of work
Small groups or partners check work and interaction is increased.
Responds orally
0 In whole class, students raise hands or call out answers
Every students uses a dry-erase board to display simultaneously an answer
Engages in Listening
0 While teacher lectures, students passively listen
Students use interactive note-taking or graphic organizer
Engages in Off-Task Behaviors
0Students talking, sleeping, throwing objects, working on assignment for another class
Student use high-yield, research-based strategies. Materials are ready, group/partner selected
Higher Order Thinking
0 Learning Goals and Lesson Essential Question reflect higher order thinking
How did you determine the higher order thinking strategy for your current Lesson Essential Question?
0 Learning Activities are sequenced to move students to higher order thinking
What type of thinking is necessary to answer the current Lesson Essential Question?
0 Assessment Prompt questions and tasks require higher order thinking
In your next lesson, how will students be asked to use higher order thinking?
0 Assignments require higher order thinkingWhat is an example of an Assessment Prompt in your lesson that requires higher order thinking?
0 Questions and assessments include higher order thinking items
What higher order thinking strategy do students use in completing this assignment?
0Students receive explicit instruction on how to use specific thinking strategies before being asked to apply them
What techniques have you found most effective in teaching students how to use higher order thinking strategies?
0Make connections, question, infer, identify big ideas to summarize, visualize, synthesize, and/or monitor/clarify
0 Prioritizing and selecting alternatives for solutions; dissecting scenarios
0 Relevant – real world learning tasks
0 Small group/partner problem-solving or dialogue response to texts read
Walk-Through Data – based on 150 observations
38
8
13
1
80
17
0
13
45
5
LFS Walk-through Total Number of Observed Indicators
Comparison of Pre-Post Assessment
Pre- Assessment Post - Assessment
Learning Essential Questions displayed in the rooms.
Lesson Essential Questions consistently used to introduce the lesson and throughout the lesson, vocabulary is heard throughout the lesson, and students can answer the question.
Graphic Organizer used for note taking, to guide student thinking, and for writing.
Comparison Pre-Post Assessment
Pre- Assessment Post- Assessment
Collaborative pairs unplanned, few time limits, no real purpose.
Collaborative pairs have a purpose, questions are in the lesson plans, students are actively engaged talking about the subject matter.
Writing in some assignment Writing is evident in all subject areas and include sentences, paragraphs, narratives, and stories.
Limited reading More student reading to include silent reading, partner reading, and improved guided reading.
Recall and low level questioning Teachers are more aware of the questions they are writing, questions in plans, complexity level is increasing, more higher order thinking.
Next Steps
• Continue “Visible Learning for Teachers” discussions
• Continue walk-throughs and provide feedback to teachers.
• Provide additional guided reading training.
• Continue to discuss ways to increase summarizing and higher order thinking in the classroom
• Use data from benchmark testing, Student Growth Assessments, and AIMSWEB for SOL review and remediation
2015-2016 Professional Development
• Guided Reading Professional Development
• Learning Focused Professional Development – Vocabulary Instruction and Refreshers
• Review of “Visible Learning for Teachers” book and mindsets
• Peer and district schools observations
• Continue to refine data collection and analysis
Book Club - What is the end we have in mind?What learning strategies will the students need? Which ones do they have? How will I differentiate? What kind of climate do we have? Where are we? Where to next?
